| Abstract | Rad se bavi pojmom kreativnosti i proučavanjem razvoja kreativnosti djece od 1. do 4. razreda osnovne škole u nastavi hrvatskoga jezika. Osim definiranja samog pojma kreativnosti i njegovih osnovnih značajki, kao i čimbenika, prikazane su i opisane razne kreativne tehnike koje se mogu primjenjivati u nastavi. Nastava hrvatskoga jezika ostvaruje se u četiri nastavna područja: hrvatski jezik, jezično izražavanje, književnost i medijska kultura.
Kao jedan od ciljeva nastave književnosti je stvaranje čitalačkih navika i ljubav prema čitanju, što u današnje vrijeme predstavlja izazov jer razvojem tehnologije, sve je manja volja učenika za čitanjem. Na to može utjecati učitelj, koji će nastavu književnosti pokušati učiniti što zanimljivijom, kreativnijom i otvorenijom kako bi postigao navedeni cilj. Nadalje se opisuje otvorena nastava, odnosno otvoreni metodički sustav, kao jedan od (modernijih) pristupa nastavi književnosti u mlađim razredima osnovne škole. Otvoren sustav još je uvijek nedovoljno istražen, a objavljeni radovi koji se bave tom temom, na engleskom su i njemačkom jeziku, a tek neznatan broj radova s temom otvorenog sustava je na hrvatskome jeziku. Prema Bašić (2006), otvorena nastava je omiljeni, često upotrebljavani pedagoški, didaktički i metodički termin, koji po pravilu upućuje na težnju modernom obrazovanju, usmjerenost na mogućnosti, potrebe, interese i prava učenika, na povezanost škole i života, na aktivno sudjelujuće oblike učenja, samoodređenje pojedinca.
Istraživački dio rada obuhvaća provođenje nastavnog sata hrvatskoga jezika u otvorenom sustavu, kroz pregled lektirnih djela u 3. razredu osnovne škole, te anketiranje učenika i analizu podataka. U tom kompleksnom tipu sata hrvatskoga jezika, cilj je bio poticanje učenika na čitanje, te poticanje kreativnosti i stvaralaštva. Rezultati istraživanja pokazuju podijeljen interes za čitanje. Većina je učenika navela kako im se sviđa takav tip sata, a glavni je kriterij bio to što su imali slobodu izbora sadržaja i metoda rada. |
| Abstract (english) | The paper deals with concepts of creativity and creativity developement in children from 1st to 4th grade of elementary school in Croatian language teaching. Apart from defining the very concept of creativity and it's basic features as well as factors, various creative techniques that can be used in the teaching are defined. Croatian language teaching is realised in four different, specialised areas: Croatian language, linguistic expression, literary teaching, and media culture.
One of the goals of literary teaching is the creation of reading habits and love for reading, which is a challenge nowadays beacuse of the technology development that can downgrade the willingness for reading in young stundents. This can be influenced by the teacher who will try to achieve said goal by organizing more interesting, creative and open literary teaching.
In addition, open education, ie open methodology system, is represented as one of the (modern) approaches to literary teaching in younger grades of elementary school. Open education is still insufficiently researched. Published papers dealing with this subject are in English or German language and only small number of papers are in Croatian language. According to Bašić (2006), open education is well accepted, often used term in pedagogy, didactic and methodical fields which, as a rule, points to the aspiration towards the modern education, focus on capabilities, needs, interests and rights of students, school and life corelation, active forms of learning and self-determination of an individual.
Research part of paper includes conduction of Croatian language teaching class in open methodology system through an overview of literary works of 3rd grade elementary school. It also includes surveying the students and analysing the data. Through conduction of this complex Croatian language teaching class the goal was to encourage students to read and to encourage their own creativity. The research results show shared interests in reading. Most of the students stated that they liked this kind of education and the main criteria was freedom of choice in choosing the content and work method. |
